Unit 8 It must belong to Carla. 单元教学设计 人教新目标(Go for it)版 九年级全册

中小学教育资源及组卷应用平台
“Unit 8 It belong to Carla.”单元教学设计
【学习内容】
内容组合：人教版新目标英语GO FOR IT 9 Unit 8。
统领主题：推测物品归属
统领要素：围绕“make inferences”为主题的听、说、读、看、写能力的培养。
【学习目标】
1.学会利用情态动词表推测的特性来询问和推测物品的归属。
1.1学生能在情境中正确使用相关的词汇：whose, anybody, happening, noise, truck, picnic, rabbit, attend, valuable, wolf, uneasy...
1.2 学生能掌握用情态动词推测物品归属的句型：
——Whose volleyball is this
——It must /might/could/can’t be Carla’s.
=It must /might/could/can’t belong to Carla.
1.3 学生能运用情态动词句型： He could be running for exercise./ They must be making a movie. 来推测某人正在进行的动作，并展开话题讨论。
1.4学生能根据已有线索推测事情真相，提高学生的观察判断能力。
1.5 能举一反三，用重点句型询问其他方面，并给出相应的回答。
1.6掌握本单元的重点词汇和句型，并能运用到真实语境中。
2.运用调查数据形成调查报告。
2.1通过学习和对话练习，推测物品的归属，并发表自己的观点，并制作成表格展示。
2.2学生通过网络、报刊、杂志等多种渠道收集消息，供课上小组活动使用。
3.在根据已有的线索推测巨石阵的由来这一过程中感受语言，激发学生的学习兴趣。
3.1梳理文本内容与结构，找出中心思想。
3.2通过阅读能按要求获取相关的信息，锻炼学生的信息获取和输出能力。
3.3根据文本内容和所给的示范对话，给予一定的情境，进行 pair work和 survey活动,实现语言的交际和交流。
4.在学习中感悟不同的情感。
4.1通过和同学交流、对话、评比，形成团队合作和主动竞争的意识。
4.2通过学习，学生能进一步使用含情态动词对物品进行各方面的推测。
根据A部分3a短文推测小镇噪音制造者是谁，并撰写一篇新闻稿。
5.1复习并巩固常见的句型；
5.2 根据实际情况给出自己的看法。
5.3从写作的语言、内容、结构、书写等角度修改所写对话。
【核心任务】
本单元内容主要围绕“推测物品归属”展开，核心句型是用情态动词must, might/could和can’t表示推断。并复习了与话题有关的物品名词，表达观点的动词，然后引入“神秘事件”这一话题，集中呈现与学习表示推断的相关词汇。接下来由疑似外星人事件的讨论逐步过渡到对巨石阵的介绍，是对前边所学知识的巩固、拓展和提高。本单元内容丰富多彩，有的非常贴近学生的日常生活，有的能激发学生的好奇心和想象力，有的能扩展学生的知识面，开阔它们的眼界。
【课时安排】
本单元学习共6课时。第一、二课时完成段落一“学习理解”之“感知注意”“获取梳理”。第三、四、五课时完成段落二“应用实践”之“内化运用”“听说结合”“文本解读”。第六课时完成段落三“迁移创新”之“应用输出”。
第 一 课 时
【内容段落】
段落一，“学习理解”之“感知注意”。
【侧重目标】
目标1.1, 目标1.2, 目标1.3。
【评价任务】
1.完成“小组合作”，评估目标1.3。
2.完成“深化研讨”，评估目标1.2。
3.完成“练习运用”，评估目标1.1，目标1.2，目标1.3。
【学习过程】
一、先行学习
课前用10分钟完成下列任务。
任务1.观察P57 1a中的图片,复习相关物品的单词。
任务2.朗读第p57 1a中的对话，了解本单元的重点句型之一。
任务3.认真预习1a，1b，1c，找出下列句型。
哈利波特这本书是谁的 它可能是卡拉的，J.K.罗琳是她最喜爱的作家。
_______________________________________________________________
二、交互学习
段落一 “学习理解”之“感知注意”
〖小组合学〗
一、围绕先行学习中的三个任务，通过小组交流、展示评析，学生能：
1.记住和理解本课生词，并能初步使用情态动词推测物品归属。
--Whose book is this
--I think it is Carla’s. Because J.K.Rowing is her favorite writer.
2.对用情态动词表推测的句型进行整合归纳。
二、Listening
1.猜测1a中物品的主人，使用句型 I think it must/might/could/can’t belong to ...
2.仔细看1b中的题目，然后认真听录音，完成课本上1b的听力任务。
3.认真阅读2a中的信息，写出书包里的物品。
4.认真阅读2b中的要求，再听一遍录音，完成句子。
5.用2a，2b中的信息仿照2c 的形式练习对话。
〖深化研讨〗
研讨问题：情态动词表推测的用法。
通过独立思考、小组合学，展示评析，学生能归纳出：
　1.在肯定句中一般用must (一定)，may（可能），might / could（也许，或许）。
　2.否定句中用can’t / couldn’t(不可能), may not/might not(可能不)。
3.疑问句中用can/could (能…… )。
注：以上三种句式中情态动词的语气按程度都是依次递减的。might, could并非may, can的过去式，而表示语气较为委婉或可能性较小。
　　4.对将来情况的推测，用“情态动词 + 动词原形”。
5.对现在或一般情况的推测，用“情态动词 + be”，“情态动词 +be doing”或“情态动词 + 动词原形”。
6.对过去情况的推测，用“情态动词 + have +过去分词”。
注：情态动词 should /ought to表推测时，意为“想必会，理应……”但与“have +过去分词”连用时，则又可构成虚拟语气意为“本应该做某事却没做”。
〖练习运用〗
1．Use the sentences in 1a to make up dialogue and give at least two reasons for each sentence.
2．Read and practice the conversation in 2d.
3.阅读2d的对话：翻译，找难点和重点短语（划出来），并回答问题：
（1）How would you feel if you are going to visit an art museum？
（2）What will you do there？ Are you going to take photos
（3）Why are you not allowed to take photos in the museum？
〖学后反思〗
完成导学相对应练习，总结本节课学习的收获，反思存在的问题。
【教学反思】
第 二 课 时
【内容段落】
段落一，学习理解”之“获取梳理”。
【侧重目标】
目标1.1，目标1.2, 目标1.3，目标2，目标3.3。
【评价任务】
1.完成“小组合作”，评估目标1.2,目标2。
2.完成“深化研讨”，评估目标1.3，目标3.3。
3.完成“练习运用”，评估目标目标1.1，目标1.3，目标2。
【学习过程】
一、先行学习
用20分钟时间完成以下任务。
任务1：认读并书写本课单词（个人自读，记忆单词．小组互相检查读、写
情况．）
任务2：预习本课时的语法参考：运用句型进行对话练习。
任务3．Translate the following sentences into English.
(1)我认为年轻人不应该允许工作到太晚。
(2)博物馆里不许拍照。
(3)我可以获准来参加晚会吗？
任务4：朗读3a的短文，认识并熟读生词。
_________________________________________________________________
二、交互学习
段落一 “学习理解”之“获取梳理”
〖新课导入〗
1．Greeting
2．Play a guessing game:Play some strange sounds,such as the sound of wind, rain, train or a cat... and then ask Ss:
Who is the noise maker
What might it be happening
〖小组合学〗
Pre-reading
1.Ask Ss to read 3a quickly and then answer this question:
What’s happening in the town
While-reading
Work on 3a
read the passage quickly and choose the best title from A, B and C. Check and ask Ss to tell the reason.
Work on 3b
Read the article again and find words to match the meanings.
Work on 3c
read the article carefully and fill in the chart.
Work in groups to discuss the answers in 3c.
Post-reading
1.Retell the article.
2.Make a conversation: act out the article.
〖练习运用〗
一、单项选择
1. Mary ______ be in Paris.I saw her in town only a few minutes ago.
A. mustn’t B. shouldn’t C. can’t D. may not
2. I can’t find my backpack. It _________ still at school.
A. can be B. might be C. must be
3．--whose book is this --It be Lucy’s. Look, Her name is on the cover.
A. can B. must C. may D. could
4．Jack’s bike is blue, so this yellow one ________ be his.
A.mustn’t B.can’t C.couldn’t D.mightn’t
5.The guitar ________ belong to Alice. Only she plays the guitar here.
A．could B．must C．can’t D．Can
6.—What do you think “upset” mean —I’m not sure. It ______ mean sad,
A.must B.can C.might D.can’t
7.This backpack must be ______. I saw her carry it yesterday.
A．Lucys B．Lucy C．Lucys’ D．Lucy’s
8.I didn’t hear the phone. I ___ asleep.
A. must be B. must have been C. should be D. should have been
9. —Whose T - shirt is this —It ______ be John' s. It’s ______ small for him.
A. can't; much too B. can't; too much C. mustn't; much too
10.There are so many kinds of MP3 in the shop. We can’t decide______.
A.what to buy. B.to buy what C.which to buy D.to buy which.
〖学后反思〗
1.梳理和绘制学习本单元A部分的“make inferences”话题思维导图。
2.完成导学作业，总结本节课的学习收获，反思学习中存在的问题。
【教学反思】
第 三 课 时
【内容段落】
段落二，“应用实践”之“内化运用”。
【侧重目标】
目标1.2，目标1.3，目标2.2，目标3.2，目标3.3。
【评价任务】
1.完成“小组合作”，评估目标1.2,目标1.3,目标 3.2。
2.完成“深度研学”，评估目标3.3。
3.完成“练习运用”，评估目标2.2。
【学习过程】
先行学习
课前用20分钟时间独立完成以下任务。
任务1：熟读并识记本单元的重点词汇。
任务2. 阅读Grammar Focus，并找出规律。
______________________________________
任务3：回忆各类时态中的被动语态的用法。
二、交互学习
段落二 “应用实践”之“内化运用”
〖小组合学〗
围绕先行学习中的三个任务，通过小组合学、展示评析，学生能：
1.Practice：look at the pictures, please make up conversations about them using the sentences in Grammar Focus.
2.read the sentences in Grammar Focus and repeat.
3.complete 4a alone.
4.ask Ss to work alone to finish 4b. Pay attention to the modal verbs.
5.Group work: look at the picture in 4c, guess who lives here Is it a boy or a girl What are his/her hobbies Please discuss your ideas with partner.
〖深化研讨〗
研讨问题：情态动词表推测的三种时态。
通过独立思考、小组合学，学生能归纳其语法特征：
1．对将来情况的推测，用“情态动词 + 动词原形”。
①She must / may / might / could arrive before 5.
②She must/may/might/could walk miles and miles among the hills without meeting anyone.
2．对现在或一般情况的推测，用“情态动词 + be”，“情态动词 +be doing”或“情态动词 + 动词原形”。
①He must / may / might / could be listening to the radio now.
②He can’t ( couldn’t ) / may ( might ) not be at home at this time. ③Mr. Bush is on time for everything .How can ( could ) he be late
for the opening ceremony
3．对过去情况的推测，用“情态动词 + have +过去分词”。
①It must / may / might / could have rained last night .The ground is wet.
②The door was locked. He can ( could ) not / may ( might ) not have been at home .
③Can / Could he have gotten the book？
注：情态动词 should /ought to表推测时，意为“想必会，理应……”但与“have +过去分词”连用时，则又可构成虚拟语气意为“本应该做某事却没做”。
例如：①It’s seven o’clock. Jack should/ought to be here at any moment. 现在七点钟了，杰克理应随时到达。（推测）
②She should / ought to have attended your birthday party,but she had to look after her mother in hospital. （虚拟） 她本该出席你的生日晚会的，可是她得在医院照顾她妈妈。
③Tom should not /ought not to have told me your secret,but he meant no harm. （虚拟） 汤姆本不该告诉我你的秘密，可是他并无恶意。
can 和could 表示推测的用法：对现在或将来的推测，两者均可用，但can 通常只用于否定句或疑问句中，一般不用于肯定句，而could则可用于肯定句、否定句和疑问句；对过去的推测，应在 can,could 之后接动词的完成式，且此时can仍只用于否定句或疑问句，不用于肯定句；而could 则可用于各种句型。如： Can [Could] this be true 这能是真的吗 Where can [could] he have gone 他能到哪里去了呢 She can’t [couldn’t] have left so soon. 她不可能走得这么早。 He could have gone home. 他可能已回家了。
注：could后接动词的完成式，除表示对过去的推测外，还可表示过去没有实现的可能性（即某事本来可以发生，却没发生），或委婉地责备某人过去应该做某事而没有去做（此时不用can）。
如： You could have started a little earlier. 你本可早点动身的。 You needn’t have cooked it. We could have eaten it raw. 你其实可以不煮熟（它），我们（本来）可以生吃。
can 和could 表示允许的用法：表示现在的允许时，若是请求别人允许自己做某事，两者均可用，但用could 语气更委婉；若是自己允许别人做某事，一般只用 can，而不用 could。
如： Can [Could] I come in 我可以进来吗 “Could [Can] I use your pen ” “Yes,of course you can.” “我可以借用你的钢笔吗 ”“当然可以。”（不能说Yes,you could.) 表示过去的允许时，若表示过去一般性允许（即表示某人随时都可以做某事），用could；若表示在过去某一特定情况下允许进行某一特定的活动，则不用 could。如： When I lived at home,I could watch TV whenever I wanted to. 我住在家里时，想什么时候看电影就可以什么时候看。（一般性允许） I was allowed to see the film yesterday evening. 昨天晚上允许我去看了电影。（特定的允许，不能用 could)
can 和could 表示能力的用法：can 表示现在的能力，could 表示过去的能力，要表示将来具备的能力通常 be able to 的将来时态。其中要注意的是，could 表示过去的能力，通常只用于表示过去一般性能力，而不表示过去具体某次特定情形下能够做某事的能力。如： 他学习很努力，所以考试能及格。 误：He studied hard and could pass the exam. 正：He studied hard and was able to pass the exam. 注：若在否定句中没有以上限制，即couldn’t 可表示过去特定情况下的能力，如可说 He studied hard but still couldn’t pass the exam.
〖练习运用〗
二、用所给单词的适当形式填空。
1．The ________ (write) is very famous.
2．This book is ________ (value) for us to learn English.
3．The ______ (policeman) were searching the forest for the lost kid.
4．I________ (use) to be afraid of dark.
5．She was sure of________ (finish) the work on time.
6．The little boy feels ________ (sleep) at noon.
7.My book can’t (steal) because it was here just now.
8.The noise-maker is having too much fun (create) fear in the neighborhood.
9.Look out! There must be someone (knock) at the door.
10.Terracotta Army(秦始皇兵马俑)is one of the most (history)
Places.
〖学后反思〗
完成导学作业，总结本节课的学习收获，反思学习中存在的问题。
【教学反思】
第 四 课 时
【内容段落】
段落二，“应用实践”之“听说结合”。
【侧重目标】
目标1，目标2。
【评价任务】
1.完成“小组合作”，评估目标1.6, 目标2.2，。
2.完成“练习运用”，评估目标2.1，目标2.2。
【学习过程】
一、先行学习
课前用20分钟时间独立完成以下任务：
任务1：参照预习单上的图片，认知单词及短语。
任务2：复习关于情态动词的用法。
二、交互学习
段落二 “应用实践”之“听说结合”
〖新课导入〗
1．A guessing game.
Show some pictures of a man doing somethings,cover half of the pictures, and then ask Ss to guess what the man might be doing. Guide them to guess with modal verbs--must/might/could/can’t.
〖小组合学〗
1．Show the picture a,b,c in 1a and talk about it with Ss.
Before listening
Ask Ss to predict the order of these three pictures.
While reading
Listen for the first time and check if their predictions are right.
Ask Ss to discuss in groups of four to make up the rest of story. And share their stories with the class.
Listen again and work on 1c. Ask Ss to try filling in the blanks based on what they can remember before playing the recording again.
After reading
Work on 1d.
Role play the conversations.
〖练习运用〗
三.从方框中选择合适的单词或词组，并用其适当形式填空。
A (usual, run away, used to, might, have fun)
There is a park near my home. In the park, there are some bushes (树丛). I (1)　　　 enjoy doing some reading on the bench (长凳) beside the bushes. But now, I always tell myself to keep away from the bushes.
Last Sunday, I went to read on a bench there. I was (2)　　　　　 reading my favorite Sherlock Holmes when I suddenly heard something (3)　　　　　 from the bushes. It sounded like a small animal walking through the bushes.
I thought it (4) be a cat or something like that and took no notice of it. Suddenly, a yellow four-legged, cat-like animal ran past me. I couldn’t help shouting! I didn’t know what it was. And I (5)　　　　　 as fast as I could.
Later I told my father about it. He told me it must be a weasel (黄鼠狼). However, it made me afraid.
〖学后反思〗
完成导学作业，总结本节课的学习收获，反思学习中存在的问题。
【教学反思】
第 五 课 时
【内容段落】
段落二，“应用实践”之“文本解读”。
【侧重目标】
目标3.1，目标4。
【评价任务】
1.完成“小组合学”评估目标3.1，目标4。
2.完成“练习运用”评估目标4。
【学习过程】
一、先行学习
课前用20分钟时间独立完成以下任务：
任务1：个人自读，记忆本课单词，读后小组互相检查单词阅读情况；
任务2：阅读2b短文，以小组为单位，共同找出本课中的重点内容，然后在组内交流探讨。
任务3：仔细观察文章，找出表示推测的句型。
任务4：Read and draw a mind-map about the context of the passage.
________________________________________________________________
交互学习
段落二 “应用实践”之“文本解读”
〖新课导入〗
1．Talk about some famous historical places in the world. Ask Ss some questions about these places to see how much they know about them.
〖小组合学〗
围绕先行学习1-4任务，通过小组合学，展示评析，学生能：
1.掌握本单元的重点词汇。
2.能正确运用本单元的句型和表达句式，并能应用到实际情境中去。
Pre-reading
Talk about the picture in 2b.
While-reading
1.read 2b quickly and answer these questions about Stonehenge:
Where:___________________________
Shape:___________________________
Stonehenge How old:_________________________
The number of visitors every year:_____________
When and why people come here:__________________
2.Read again and find the following answers:
Who built it
What was it used for
How was it built
From the answers we can know that Stonehenge _________________.
3.Read the passage carefully and choose T or F according the text.
(1)Paul Stoker thought Stonehenge was a temple before.
(2)Stonehenge can keep people healthy because when you walk there, you can feel the energy from your feet move up your body.
(3)People put the stones together without any purpose.
(4)It’s easy to build another Stonehenge.
Then we can sum up the main ides of this passage:_______________
_________________________________________________________.
4.Work on 2a.
5.Underline the linking words and phrases in the passage and guess their meanings according to the context.
Post-reading
Complete 2e.
Summarize and retell it.
〖练习运用〗
1．Read aloud the passage in 2b until fluently and learn the new words and expressions to express their own dreams.
2．Translate the following sentences into English.
(1)多年以来，历史学家们认为巨石阵是古代首领用来与神灵沟通的一座神庙。
(2)这些大块的石头以某种方式被摆放在一起。
(3)当你走到那儿，你能感觉 到一股能量从你的双脚上升到你的身体中。
〖学后反思〗
通过自我评价，量化思考，学生能找出存在问题，调整学习策略。
【教学反思】
第 六 课 时
【内容段落】
段落三，“迁移创新”之“应用输出”。
【侧重目标】
目标3.1，目标4。
【评价任务】
1.完成“小组合学”评估目标3.1，目标5。
2.完成“练习运用”评估目标5。
【学习过程】
一、先行学习
课前用20分钟时间独立完成以下任务：
任务1：复习本单元重点词汇或短语。
任务2：查阅资料，收集素材，为撰写新闻稿做准备。
交互学习
段落三 “迁移创新”之“应用输出”
〖新课导入〗
1．Greeting
2．Ask Ss to read the article in 3a on Page 59 again to refresh their memories.
3．Read 3c on Page 59 and review where the residents of the neighborhood think the noises come from.
〖小组合学〗
围绕先行学习两个任务，通过小组合学，展示评析，学生能：
灵活应用重点词汇。
整理信息，构建连贯语篇，独立完成写作任务，提升语言书写能力。
Before writing
Work in groups of four and divide the four Ss into two parts. Three Ss act as the residents in the neighborhood. They will give their new ideas about where the noises may come from. The other one acts as a reporter and think about how to give the story a unusual ending.
While writing
1.Ask Ss to write the article by following questions:
What was the sound
Who heard the sound
What did people think it was caused by
What were the feelings they had when they heard the sound
What actually caused the sound
How do people in the neighborhood now feel
2.Guide Ss to read the writing frame in 3b on Page 64.
3.Write the story together and make sure everyone of them takes part in it.
4.Hand out a piece of paper to each group. Get Ss to think about how to lay out the article as a newspaper article. Remind them that English newspaper articles usually follow a column format, and the stories usually have an accompanying picture.
After writing
Ask the reporters of some groups to read their articles in class. They can vote for which story they like best.
〖练习运用〗
七、先阅读下面短文，掌握其大意，然后从方框中所给的词语中选出最恰当的10个，用其适当形式填空。每个词限用一次。
play 、 activity 、 favorite 、 also 、 stop 、 life 、 example、 happen 、 learn、 new 、
When you finish high school or university, is learning done The answer is “no”. In many countries, people continue learning all their lives. Why is lifelong(终身的)learning important How can it help you Let’s look at one 1 ________of lifelong learning in Japan.
You go to school and learn .You study. You take tests. But 2.________ doesn’t only happen in school. learning doesn’t 3.__________ when you graduate from high school or college .You are learning all the time. For example, learning can 4.__________ when you go to a museum . It can 5.___________ happen when you get a job. You learn when you 6._________ a sport or when you take a trip. Learning is 7.___________! We never stop learning . Every day you can improve yourself by learning something 8.__________.
In Japan, lifelong learning is very important .People in Japan like to try new learning 9._________.Music ,handwriting and foreign languages are some of their 10_____ classes. The Japanese take classes to improve their skills and learn new things.
三、后续学习
1.Self check 1, 2.
2.进行第八单元的检测。
【教学反思】
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